Illustration in America Compare old Macedon with American 2. Give reasons why Macedon had not developed before: a. Macedon separated from Oriental civilization. c. Macedon had a few good seaports. d. Macedon had no good leader. 3. Explain why Macedon grew in the time of Philip: a. Increased means of communication with other peoples since contact with Persia. b. As a consequence, Greek and Oriental culture filtered into Macedon. c. Greece weakened by wars. d. Leadership of Philip. 4. Explain Philip's policies in organizing his kingdom: a. To organize scattered tribes into a nation. b. To form a standing army. c. To gain an outlet to Ægean Sea. d. Ultimately to unite Greece with Macedon for a war with Persia. B. Questions (on the advanced reading which was assigned the previous day. These are to be factual questions. Books still closed). 1. What two parties appeared in Athens on account of Philip's policy? 2. Who represented these parties? 3. What means did these men use to spread their ideas? 4. Tell something of the life of (a) Demosthenes; (b) Isocrates. II. CLASS STUDY. (Books open.) Thoughts of the time on the proposed units under Macedon. To show the effect of contemporary theories upon the unity of Greece. 1. Demosthenes, his ideals and his party: a. Explain Demosthenes' ideas concerning the aggressive policies of Philip. b. Why did he take the negative attitude against these policies? (1) He feared for the independence of Athens and Greece as a whole. (2) Could not see that Greece was incapable of uniting without foreign help, etc. c. What was the effect of Demosthenes' views on Athens? Strong party developed vs. Philip. 2. Isocrates, his ideals and his party: a. Explain the judgment of Isocrates concerning Philip's aggressive policy. b. Why did he want the leadership of Philip in Greece? (1) He saw that Greece was weakened. (2) He saw that there was no leader in Greece like Philip. (3) Philip alone could give Greece a national enterprise. (4) This was the only hope of an effective alliance against Persia. c. Compare patriotism of Demosthenes with that of Isocrates. Demosthenes loyal to Athens. Isocrates loyal to Greece as a whole. d. Let us see what effect the beliefs of Isocrates had at Athens. (A strong Macedonian party developed in Greece.) e. Let us see how the new education at Athens effected the spread of these respective beliefs. (Oratory, rhetoric, etc.) III. ASSIGNMENT. 1. On class study: a. Give three reasons why one could say that Demosthenes stood for the Old Greek ideals. b. Give three reasons why one could say that Isocrates stood for the New Greek ideals. c. Discuss why it was thought that Macedon should be the leader in the wars vs. Persia. 2. Advanced Reading: Text, paragraphs 243-245. (See also reference at first of this section.) Purpose of advanced reading: To show: 1. How Greece at last united under Macedon. 2. How the policy now changed from the de fensive to the offensive. CHAPTER XI SUPERVISING THE STUDY OF CIVICS I. THE PRESENT SIGNIFICANCE OF THE SUBJECT THE criticism quite generally expressed against history as being uninteresting and useless cannot be directed against the studying of civics, for here we are concerned with the immediate surroundings of life, community conditions that favor or harm personal growth in a variety of ways. There ought not to be any difficulty in securing proper motivation in this subject. Citizenship, social welfare, intimate knowledge of local conditions, good roads, etc., are live topics. Civics, perhaps more than any other subject except the purely manual, should spend less time upon textbook and reading matter and more upon excursions, tours of observation, and purposeful visits to the several agencies of local community existence. The real value of civics as a school subject lies in first-hand knowledge of how group life is organized, not merely in the immediate home environment of the pupil but elsewhere as well, and of how life at home is intimately tied up with life away from home. It is a study of the purpose, the nature, the methods, the ultimate possibilities or ideals of citizenship as a practical and forceful element in human progress. II. HOW TO SECURE INTEREST IN CIVICS 1 Interesting in itself, just as history is, civics can become dry and seem useless unless certain factors or elements of the subject are especially made appealing. In a recent bulletin 1 it is suggested that the following topics form the units of instruction in civics: (1) health; (2) protection of life and property; (3) recreation; (4) education; (5) civic beauty; (6) wealth; (7) communication; (8) transportation; (9) migration; (10) charities; (11) correction. In addition to the foregoing the organization and financing of governmental and of voluntary agencies are included. It will be noted that each one of these topics is alive and possesses interest for the average wide-awake young person in the high school. There is, then, no need of struggling to form an interest, already existing; but there is great need of directing it into worthwhile effort. The pupil should at the very outset have a perspective, a panorama, a preview of the course. He should glimpse on the first day the entrancing points of interest offered in this subject. Moreover, it should be impressed upon the pupils at the beginning of the study that civics is peculiarly a subject that appeals to the individual, to his responsibility, his resourcefulness, his development, his enrollment, and his coöperation in the forces of civic improvement. III. METHODS OF STUDYING CIVICS The study hall of civics is the entire community. No one can derive any great amount of benefit from the mere reading 1 The Teaching of Community Civics, U. S. Bureau of Education Bulletin, 1915, No. 23, Whole No. 650, price 10 ¢, Department of Interior, Washington, D.C. |